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Curriculum Plan

Social Studies-MN 

3rd Grade

 

2019 – 2020

 

 

 

Resource:  Studies Weekly

 


 

Week 1

Geography – 3.3.1.1.1 Use maps and concepts of location (relative location words and cardinal an intermediate directions) to scribe places in one’s community, the state of Minnesota, the United States or the world.

 

Studies Weekly – Week 8

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Map skills B: Identify a symbol on a simple map.

 

O: Use a map and map tools (e.g., legend, alphanumeric grid lines) to locate familiar landmarks, streets and other features.

 

A: Identify north, south, east and west on the compass rose on a map.

 

 

Identify familiar places on the classroom emergency exit map.

Engage with the classroom emergency exit map by traveling the route, or tracing the route on paper, to the nearest emergency exit.

 

 

Pretend that you are totally lost! Write a story about how using a GPS helps you find your way back home! Be sure to use LOTS of descriptive language!

 

Make a l map of the classroom, showing items such as desks, doors, bookshelves, etc. Next, have your students add grid lines over the top of their map. Remind them to use letters on the bottom and numbers along the side. Ask the group to make a list of items they would like another group to find on their map using the grid lines. Groups will trade maps and find the coordinates of the items.

 

Pass out blank maps. Review with students what is needed on a map (scale, title, symbols, map key, compass rose). Divide the class into groups of four. Each group gets one blank map per person. Tell students that they are going to have a relay race with their maps. Each student starts his own map by writing the title. After 30 seconds students rotate to another map at their group. You can ring a bell, start music, etc. to facilitate the move. After each move they must add one needed item to the map. It may be a symbol (symbols also need to be noted in the key), the scale, compass rose, etc. Each group will go around twice adding one thing each time to the map in front of them. At the end of two rotations, check each map to make sure it has everything it needs

Allow students to share out what they learned today.

 

 

 

 

 

 

 

 

Resource Books Resource Links
“Political Maps” (Map It!) by Ian F. Mahaney

 

“Follow That Map!” by Scot Ritchie

 

“Map Keys” (Rookie Read-About Geography by Rebecca Aberg

 

“Maps and Globes” (Reading Rainbow Book) by Jack Knowlton

 

“Treasure Map” (MathStart 3) by Stuart J. Murphy

 

“If Maps Could Talk: Using Symbols and Keys” (Map Mania) by Erica L. Shores

 

“Standards Based Map Skills Grade 3-5” (Scholastic) by Jane Lierman

 

“Follow That Map! A First Book of Mapping Skills” by Scot Ritchie

 

“What Makes the Grand Canyon Grand?” by Spencer Christian

“Cracking Up: A Story About Erosion” by Jacqui Bailey

“The Disappearing Mountain And Other Earth Mysteries: Erosion And Weathering” by Louise Spilbury

“A River Ran Wild” by Lynne Cherry

https://online.seterra.com/en/vgp/3004

 

http://www.sheppardsoftware.com/

 

http://www.proteacher.com/redirect.php?goto=1993

 

http://www.eduref.org/cgi-bin/lessons.cgi/Social_Studies

 

http://www.sfsocialstudies.com/g1/u2/index.html

 

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u3/index.html

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 2

Geography-3.3.1.1.2 Create and interpret simple maps of places around the world, local to global; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.

 

Studies Weekly – Week 9

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

 

  Allow students share out what they learned today.

 

 

Resource Books Resource Links
“Maps and Globes (Reading Rainbow Book)” by Jack Knowlton

 

“Longitude: The True Story of a Lone Genius Who Solved the Greatest Scientific Problem of His Time” by Dava Sovel

 

“My World and Globe, Revised Edition” by Ira Wolfman

 

“Map Keys”by Rebecca Aberg

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 3

Geography – 3.3.3.6.1 Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
 

 

B:

 

O:

 

A:

 

  Allow students to share out what they learned today.

 

 

 

 

 

 

Resource Books Resource Links
   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 4

Geography – 3.3.3.8.1 Identify physical and human features that act as boundaries or dividers; give examples of situations or reasons why people have made or used boundaries.

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Continents and oceans

 

B:  Identify continents and oceans.

 

O:  Identify the continents to which various countries belong.

 

A:  No meeting

Laminate a world map.  Students label the oceans and continents with dry erase marker.

 

Have students make two balls of blue clay. They should then put green clay continents on both, so that the balls are copies of each other. To demonstrate the equator and the Northern and Southern Hemispheres, cut one ball across the center horizontally where the equator would be. Cut the other along the prime meridian showing the Eastern and Western hemispheres. Compare. Discuss why your state is in both the northern and western hemisphere.

 

Ask students to make a map of their classroom, school or play yard. Have them include both a map key and compass rose for the map.

 

Have your students write a paragraph explaining why their state is in both the northern and western hemispheres.

 

Have your students pick a country along the equator and research the animals found there.

 

research time zones around the world. Their job is to plan, construct and teach a lesson to the rest of the class explaining why time zones are needed and how they work. Visual aides should be included in the lesson. These can be in the form of posters, Internet sites or whatever medium your students choose.

Allow students share out what they learned today.

 

 

Resource Books Resource Links
   

 

 

Week 5

Review and Assessment

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Through classroom games, review the geography unit.
Assessment of the geography unit.

 

 

 

 

 

 

 

Week 6

History – 3.4.1.1.1 Reference different time periods using correct terminology, including the terms decade, century millennium.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

 

  Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 7

History – 3.4.1.1.2  Create timelines of important events in three different time scales—decades, centuries and millennia.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  A:   Allow students share out what they learned today.

 

 

 

 

 

 

 

Week 8

History – 3.4.1.2.1 Examine historical records, maps and artifacts to answer basic questions about times and events in history, both ancient and more recent.

 

History – 3.4.1.2.2 Compare and contrast two different accounts of an event

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Introduce timelines by creating a timeline from establishment of the local community to present. Allow space for specific events in each decade. Insert an event or date from local history into proper position on an interactive whiteboard timeline, an reference time periods using correct terminology, i.e. decades, centuries, etc  

B:  Identify an event/activity occurring before or after another given activity/event.

 

O:  Place a series of three personal events in chronological order.

 

A:  Place a sequence of events or dates on a timeline.

 

 

Students can describe and illustrate each event on the timeline created during ML.

 

Discuss how events happen in order using a classroom schedule or daily routine (using terms like first, next, last).

 

Engage with representations of a person/character at three different ages (i.e., child, teenager, adult)

Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Links
“Yesterday & Today-Long-Distance Communication” by Mary Hertz Scarbrough  

 

 

 

Week 9

History –  3.4.1.2.3  Compare and contrast various ways that different cultures have expressed concepts of time and space. For example: Calendar systems—Sun dial, Chinese, Hindu, Mayan or Aztec, Hebrew and Islamic calendars, Dakota or Anishinaabe seasonal cycles. Visual representations of location and spatial information—Chinese “Jingban Tianwen Quantu” map, Ptolemic maps, Islamic maps by Muhammad al-Idrisi, Polynesian stick and reed maps.

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
    Write a journal entry from the point of view of your community’s first settler.

 

Make a time capsule to bury in a special area around the school. The capsule might have a planned opening in ten or twenty years, when your students might still live in the area and can visit the new third graders to tell them about their experience.  (Can be one individually, in pairs or small groups)

 

Students can describe and illustrate each event on the timeline created during ML.

 

Discuss how events happen in order using a classroom schedule or daily routine (using terms like first, next, last).

 

Engage with representations of a person/character at three different ages (i.e., child, teenager, adult).

 

Write a journal entry from the point of view of your community’s first settler.

 

Make a time capsule to bury in a special area around the school. The capsule might have a planned opening in ten or twenty years, when your students might still live in the area and can visit the new third graders to tell them about their experience.  (Can be one individually, in pairs or small groups)

Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Links
“Flight: The Story of Tom Tate and the Wright Brothers” (I Can Read Book 4) by George Shea

 

“The Wright Brothers” (Kids Can Read) by Elizabeth MacLeod

 

 

“Moving People, Things and Ideas-A History of Aircraft” by Cristiana Leoni and Alessandro Baldanzi

 

“Heart of Gold: The Story About the Power of Generosity” by Dharma Publishing

 

http://www.ueet.nasa.gov/StudentSite

 

http://www.inventored.org/k-12/

 

 

 

 

 

 

 

 

 

 

 

Week 10

History – 3.4.2.3.1 Explain how an invention of the past changed life at that time, including positive, negative and unintended outcomes.

 

Studies Weekly – Week 26

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

Ask students to read a version of Pecos Bill or Paul Bunyan at one of these websites:

americanfolklore.net/pecosbill.html(Pecos Bill) or www.brainerd.com/pbtrail/tale.html (Paul Bunyan)

•Once students have read one of these tall tales, ask them to retell the story in one of the following ways: storyboard, song, oral retelling or written report.

Read or watch the movie of “Charlotte’s Web.” Discuss the barnyard community briefly. Divide students into groups and assign each group one of the components of a community. Ask each group to write on chart paper what this component looks like in the barnyard community in “Charlotte’s Web.” Discuss with your students how the author created the community in the book/movie. How did this make the story more interesting?

 

Give students the following information and ask them to create a bar graph that shows the number of people of various cultures living in the United States in 2006:

Total U.S. population: 299,398,484

White persons: 80.1% or about 240 million

Persons of Hispanic or Latino origin: 14.8% or about 44 million

Black persons: 12.8% or about 38 million

Asian persons: 4.4% or about 13 million,

American Indian or Alaska Native persons: 1% or about 2.9 million

Native Hawaiian or other Pacific Islander alone: 0.2% or about 0.6 million

Two or more races 1.6% or about 4.8 million

(Source: U.S. Census Bureau)

 

 

Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Links
“Classic Myths to Read Aloud: The Great Stories of Greek and Roman Mythology” by William F.

Russell

“The Simon and Schuster Book of Greek Gods and Heroes” by Alice Low

“Mommy, Why?” by Lin Fong-O’Neill

“American Tall Tales” by Mary Pope Osborne

 

www.animatedtalltales.com/en/

 

www.brainerd.com/pbtrail/tale.html

 

 

 

 

 

 

 

 

 

 

Weeks 11 and 12

History – 3.4.2.5.1 Identify examples of individuals or groups who have had an impact on world history; explain how their actions helped shape the world around them.

 

Studies Weekly – Week 15

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Eleanor Roosevelt B:

 

O:

 

A:

Look through magazines to find pictures of people doing things for others and make a collage.

 

Ask students to write about a time they were humanitarians or saw someone else being one.

 

Make a timeline of Eleanor Roosevelt’s life. Use math skills to figure out dates for the timeline.

 

Find five pronouns in the newspaper and write down the noun each one replaces.

 

create a way to advertise the work of Doctors without Borders that would encourage people to give money or time to help the organization.

 

Allow students share out what they learned today.
Project Details:  Each student selects one of the famous historical people.  Students will research their person by using the internet, library books and other helpful sources.  (Must have at least two.)  Students will write a report in first person of their historical figure.  Differentiation suggestion:   The amount of required information can vary between the below level and above level students.)

 

Students should dress in the attire of their researched person and present their report in first person to the class.  Differentiation suggestion:  below level students may read their report; above grade level should have theirs memorized; on level can have the choice.

 

While student is presenting, the other students are taking notes (with teacher modeling) on the important facts they hear presented.  Differentiation suggestion:  the requirement for how much information is needed for each group of students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Links
“Who was Eleanor Roosevelt?” by Gare Thompson

“Doctors without Borders (Humanitarian Organizations)” by Ann Parry

“Helen Keller: Humanitarian” by Lois P. Nicholson

“Eleanor Roosevelt (Heroes of America)” by Shannon Donnelly

“Eleanor Everywhere: The Life of Eleanor Roosevelt” by Monica Kulling

“What’s So Great About Jacques Cartier (Robbie Readers)” by Marylou Morano Kjelle

“Meet Christopher Columbus (Landmark Books)” by James T. Dekay

“Juan Ponce de Leon (Watts Library Exploration)” by Gail Sakurai

“Land Ho! Fifty Glorious Years in the Age of Exploration” by Nancy Winslow Parker

“The Secret to Freedom” by Marcia Vaughan

 

oncampus.richmond.edu/academics/education/projects/webquests/explorer/process.html

 

score.rims.k12.ca.us/activity/newworld/

 

 

 

 

 

 

 

 

 

Week 13

History – 3.4.3.7.1 Explain how the environment influenced the settlement of ancient peoples in three different regions of the world. (Early Civilizations and the Emergence of Pastoral Peoples: 8000 BCE—2000 BCE)

 

History –  3.4.3.8.1 Identify methods of communication used by peoples living in ancient times in three different regions of the world. (Classical Traditions, Belief Systems and Giant Empires: 2000 BCE—600 CE)

 

History – 3.4.3.9.1 Compare and contrast daily life for people living in ancient times in at least three different regions of the world. (Post-Classical and Medieval Civilizations and Expanding Zones of Exchange: 600 CE—1450 CE)

 

Studies Weekly – Week 10

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
 

 

 

 

 

B:

 

O:

 

A:

   

 

 

 

 

 

 

 

 

Resource Books Resource Links
“The Voice of the People: American Democracy in Action” (The American Story) by Betsy Maestro
“State Government” (Kids’ Guide to Government) by Ernestine Giesecke
“Local Government” (Kids’ Guide to Government) by Ernestine Giesecke
“Government Services” (First Step Nonfiction) by Ann-Marie Kishel
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 14

Review and Assessment

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Through classroom games, review the geography and history units.
Assessment of the  geography and history units .

 

 

 

 

 

Week 15

Citizenship and Government – 3.1.1.1.1 Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need.

 

Studies Weekly – Week 12

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:  Have students choose one “evil” character from a fairy tale. Then ask them to write a version of the story from that character’s point of view.

 

O:  Ask students to find examples of people in books who show poor character. Students should justify why they believe that person shows poor character. Next, ask your students to write a short story in which a person with poor character traits changes in some way.

 

A:  Ask your students to justify why a person in a book, fairy tale or short story has poor character traits. They can use their imagination to construct a history of the character or do whatever is needed in their justification. Students can choose to create “artifacts” to prove their position (letters, diary, contracts, etc). They will then attempt to convince a small group or the class to change their opinion of the character based on their justification.

 

Put students in groups of four. Ask them each to suggest one character trait in a friend or acquaintance that they would consider an important trait to have. Ask students to discuss each of the four traits with their group. Have them make a chart listing the four traits and what these traits have in common. Ask one member from each group to share the chart with the class. As a class, discuss and chart how the traits discussed in each group are similar. Ask students to think of characters from literature or people in our nation’s history who display these same traits.

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Links
“Pitch in: Kids Talk About Cooperation” by Pamela Hill Nettleton

“Riding Freedom” by Pam Munoz Ryan

“Freedom Summer” by Deborah Wiles

“Henry’s Freedom Box” by Ellen Levine

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 16

Citizenship and Government – 3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights.

 

Studies Weekly – Week 22

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
 

 

B:  Ask students to list the names of the nine Supreme Court justices

 

O:  Ask students to research the life of one of the Supreme Court justices and display the information learned in a poster, shadow box or written paper.

 

A:  Ask students to choose one Supreme Court decision and give their opinions on that decision. They must support their decision with at least three facts.

 

Uncle Sam Refrigerator Magnet

Your students will love this fun activity, and they’ll learn a little more about Uncle Sam.

Materials

1 flat wooden craft spoon

1 piece of white craft foam

scissors

googly eyes

1 cotton ball

glue

self-stick magnetic tape

permanent markers

Directions

1. Cut a hat shape from white craft foam for Uncle Sam, about 1-1 1⁄2 inches wide and 3-4 inches tall. Be sure to include the brim of the hat.

2. Use the markers to decorate the hat in red, white and blue.

3. Cut off all but 2 inches of the handle of the craft spoon.

4. Glue the hat to the spoon, so the bowl of the spoon will be Uncle Sam’s face.

5. Glue googly eyes onto the bowl of the spoon.

6. Add a nose with black permanent marker.

7. Pull a cotton ball into the shape of a beard and glue it onto Uncle Sam’s chin.

8. Attach a strip of magnetic tape to the back.

 

 

 

 

 

Resource Books Resource Links
“Thurgood Marshall” by Montrew Dunham

“A Picture Book of Thurgood Marshall” by David A. Adler

“Thurgood Marshall” by Helen Frost

“The Supreme Court” by Patricia Ryon Quiri

“Meet My Grandmother: She’s A Supreme Court Justice” by Lisa Tucker McElroy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 17

Citizenship and Government – 3.1.4.6.1 Describe the importance of the services provided by government; explain that they are funded through taxes and fees.

 

Studies Weekly – Week 13

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

 Ask students to do research to find out how much tax money is paid to their state each year. Make a graph to show how the money is spent.

 

Have students write a story about a time when obedience was very important in their live

 

Ask your students to use magazines, fliers, the Internet and government pamphlets to make a collage of services provided by the government.

 

For a government center within your room, provide a number of pictures of both things that the government provides and things it does not provide. Laminate the pictures. Ask students to divide the pictures into two groups: government services/not a government service. To make it self‑checking, glue the pictures on construction paper and label the back for students to check their work.

 

 

 

 

 

Resource Books Resource Links
“Paying Taxes” by Sarah De Capula

“Government Services” by Ann- Marie Kishel

“NASA” by Salvatore Tocci

“Neale S. Godfrey’s Ultimate Kid’s Money Book” by Neale Godfrey

www.kids.gov/

 

bensguide.gpo.gov

 

http://cgi.stanford.edu/group/wais/cgi-bin/?p=781

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 18

Citizenship and Government – 3.1.4.6.2 Identify the three branches of government (executive, legislative, and judicial) and their primary functions.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

   

 

 

 

 

 

 

Resource Books Resource Links
 “A Picture Book of Frederick Douglass” (Picture Book Biography) by David A. Adler

 

“Branches of Government” (Government in Action) by John Hamilton

 

“How the U.S. Government Works” by Syl Sobel

 

http://www.youtube.com

 

http://www.trumanlibrary.org

 

http://pbskids.org

 

http://www.japan-guide.com

 

http://www.indianamuseum.org

 

http://www.indianahistory.org

 

 

 

 

 

 

 

 

 

 

 

Week 19

Review and Assessment

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Through classroom games, review the geography, history and citizenship & government units.
Assessment of the geography, history and citizenship & government units .

 

 

 

 

 

Weeks 20 and 21

Economics – 3.2.1.1.1 Identify possible short- and long-term consequences (costs and benefits) of different choices.

 

Economics – 3.2.2.2.1 Describe income as the money earned from selling resources and expenditures as the money used to buy goods and services

 

Economics – 3.2.4.5.1. Explain that producing any good or service requires resources; describe the resources needed to produce a specific good or service; explain why it is not possible to produce an unlimited amount of a good or service.

 

 

Economics – 3.2.4.5.1. Explain that producing any good or service requires resources; describe the resources needed to produce a specific good or service; explain why it is not possible to produce an unlimited amount of a good or service.

 

Economics – 3.2.4.5.2. Explain that consumers have two roles—as sellers of  resources and buyers of goods and services; explain that producers have two roles—as sellers of goods and services and buyers of resources

 

Studies Weekly – Week 19 and 21

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:  Evaluate the pros and cons of investing money in the stock market as opposed to putting it in the bank. They can use trade books (like the ones listed in the Literature Selections), the Internet and personal interviews with bank managers or financial advisors to get information. Have them choose a way to present their information to the class.

 

Ask students to do some research on the price of pets in your area. Have students choose one kind of pet, such as dogs or cats, and compare the price of that pet in a local pet shop, as opposed to the same pet advertised in the newspaper or elsewhere. Use math skills to compare prices and find the difference between the costs of purchasing pets from different places. Ask students to display their information on a poster.

 

Design Your Own Money

The president has asked you to design a new dollar bill. What will your dollar bill look like? Will it still be green? Look at one of our current dollar bills to help you come up with a cool design.

Materials

clay (flattened into a rectangle)

colored paper

sharp pencils

ink and an ink roller

lots of imagination

Directions

To design money, you need an engraved plate. That way all of the bills will look the same. Here’s how to make one:

1.Draw your design on a piece of paper

2.Copy your design by engraving it into a flat piece of clay with sharp pencils.

3.Use the ink and ink roller to cover the top of your clay with ink. Try not to get ink into the engraving you have done.

4.Use the clay plate as a stamp to print your bills on colored paper.

 

 

 

 

 

Resource Books Resource Links
“Supply and Demand” by Janeen R. Adil

“Lemons and Lemonade: A Book About Supply and Demand” by Nancy Loewen

“A Kid’s Guide to Business” by Jeff M. Brown

“Spending Money” by Mary Firestone

“Spending and Saving” by Mary Hill

“Growing Money: A Complete Investing Guide for Kids” by Gail Karlitz

“The Kids’ Money Book” by Jamie Kyle McGilliam

“Follow the Money” by Loreen Leedy

 http://pbskids.org/cyberchase/quest/launch.html

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 22

Review and Assessment

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Through classroom games, review the geography, history, citizenship & government and economics units.
Assessment of the  geography, history, citizenship & government and economics units.